New Perspectives in Science Education

Edition 13

Accepted Abstracts

Communicating and Educating Science in a Responsible Way. The Relation between ‘Views of Science’ and ‘Communication of Science’ in Classrooms

Edwin Koster, Vrije Universiteit Amsterdam (The Netherlands)

Abstract

To introduce scientific knowledge to ‘lay-people’ science education can learn from theories developed in the field of science communication. Currently different models of science communication are in use. The two most well-known models are the transmission model and the transaction model. Both models are related to specific views of science.

The transmission model is linked to the so called common-sense view of science (Received View). According to this view science presents the truth about the world. That is why it seems logical for communication professionals, as transmitters, to formulate messages for the passive receiver with the purpose of either informing or educating the latter. The relationship between science and public is asymmetrical here. In contrast to science, the public has no knowledge or power and there is only one-way communication: from science to the public. The most important challenge for the communication professional is to put “the universal knowledge of science” in the minds of the “ignorant public” in the most attractive and convincing form.

In the transaction model ideas found in the work of Kuhn, Collins, and Latour come to expression. If all knowledge is provisional and (at least partly) the result of social and political processes, then one will always find subjective judgements. There is no universally valid reason or rule why only scientists are allowed to make these judgements. This gives society room to express itself about the choices that are made in the scientific process and the values and assumptions lying at the foundation of the judgement. In the transaction model, scientists, social players, and the public as a whole engage in dialogue with one another in order to come to new insights, alternative definitions of the problem, and solutions.

In my presentation I will explain the relation between these models of communication, the underlying views of science and the consequences for science education. Special attention is given to the question whether (i) the transmission model has to be replaced by the transaction model or (ii) that the choice of a communication model rather depends on the content and aims of education.

 

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